Challenging how we learn, lead, and care.
‘Student as Producer’ is proudly showcased at a strategic level at the University of Lincoln, reimagining the student not only as a learner, but as an active co-creator of knowledge (Neary & Winn, 2009). The model places emphasis on aligning research and teaching — ideally moving toward scholarly, purposeful outputs created through meaningful collaboration. Admittedly,… Continue reading Student as Producer – In Simulation!
In clinical practice, things rarely go as planned. So why do we train students like they always will? I recently read a fascinating article by Amorøe et al. (2025) identifying tangible debriefing techniques to enhance learner appreciation of overcoming challenges within simulation activities, and it's inspired me... Amorøe et al., utilise Hollnagel's (2014) theory of… Continue reading Resilience-Focused Debriefing
If you’d told me a few years ago that video editing would become one of the most valuable tools in my educational toolkit, I probably would’ve laughed. But here we are — and honestly? It’s changed everything. I started dabbling out of necessity during clinical practice. I’m a respiratory physiotherapist by background, working on the… Continue reading Essential Digital Skills for Academics: Video Editing & Production
Towards the end of my Postgraduate Diploma in Policy and Practice in Higher Education, the module Supporting Academic Professional Development asked something different of me. Not another policy analysis, nor another deep dive into pedagogy, but a drawing together—of ideas, of experiences, of identity. It was a culminating moment, and a quietly transformative one. The… Continue reading PGDip Module 4 – Supporting Academic Professional Development
During my Postgraduate Diploma in Policy and Practice in Higher Education, I encountered a module that both challenged and sharpened my academic and professional sensibilities: Teaching and Research Practice. This wasn’t just another credit-bearing exercise — it was a deliberate pause, a structured opportunity to turn the lens inward and ask: How do I know… Continue reading PGDip Module 3 – Teaching & Research Practice
I came into the Assessment and Feedback module knowing that assessment shaped my students' learning more powerfully than perhaps anything I taught — and left it with a far more critical, strategic, and inclusive sense of how it could be designed to truly serve that learning. This was the second module in my PGDip in… Continue reading PGDip Module 2 – Assessment & Feedback – Reasons & Methods
I undertook the Inspirational Teaching and Learning in Higher Education module as part of a Postgraduate Diploma in Policy and Practice in Higher Education. Positioned at the intersection of pedagogic theory and lived practice, this module was more than an academic requirement — it was a challenge to reimagine what it means to teach well,… Continue reading PGDip Module 1 – Inspirational Teaching and Learning in Higher Education
On April 12th, we delivered something I feel genuinely proud of: a large-scale interprofessional ward-round simulation that brought together first-year students from Physiotherapy, Occupational Therapy, Speech and Language Therapy, Social Work, and Nursing. It wasn’t just another tick-box exercise in clinical education. It was immersive, deliberate, and anchored in a shared purpose—to give students a… Continue reading Ward Round Simulation – Interprofessional Practice
The challenge of teaching patient-centred communication in physiotherapy is not new. Traditional simulation methods—peer role-play or actor-based scenarios—have their merits but also clear limitations. Role-play often lacks authenticity, and actor-led simulations, while valuable, are difficult to scale. What’s become increasingly clear is the need for accessible, flexible approaches that still maintain the depth of real-world… Continue reading Applying Simulation Pedagogy to AI-Enabled Learning in Physiotherapy Education
Dean Walker 